1. 271.150 ASSIGNMENT 1B
• This is a research-based report on a Communication Disorder,
divided into six sections (each with its own heading), together with a
brief introduction and conclusion.
• Each of the main sections will typically consist of between one and
four paragraphs of 4 – 6 sentences each. This will add up to something
like 14 – 20 paragraphs in total (giving you your 2000 words).
• Because the report is research-based, there should be in-text
citations in each paragraph to support the claims which are made there.
• The reference list at the end will typically consist of between 10 and
20 references – most of which are academic journal articles, books and
book chapters – matching the in-text citations in the body of the report.

2. ASSIGNMENT 1B
• Every report is different. This is partly because they are about
different disorders and partly because there are a wide range of options
about what to focus on in each section, how much detail to go into etc.
For instance, some excellent reports include a preview as part of the
introduction; others have no preview. In the end, it is your decision.
• Use the example extracts below as a general guide to writing style,
but avoid over-reliance on them: copying and/or ‘filling in the gaps’ with
your own data would be a bad idea!

3. INTRODUCTION
Some relevant considerations
Aim to start as you mean to go on – clear, concise and
evidence-based writing.
The two most typical elements are a definition / explanation
of the basic features of the condition and a preview of the
rest of the report. In other words, aim to answer these two
questions:
• What is the condition?
• What is the purpose, scope and structure of this
report?

4. INTRODUCTION: EXAMPLE
EXTRACT
Syndrome A describes a group of xx difficulties arising from injury
to xx (Smith & Jones, 1994; Singh, 2009). This injury damages xx,
affecting the individual’s ability to xx. Physical manifestations
range from xx to xx. Some individuals with Syndrome A may only
have difficulties in xx, while others may be unable to xx. Syndrome
A is classified according to the type of movement disorder: B, C, or
D (Adams, 2011). This report focuses on the most common of
these: Disorder B. The key features of the condition itself, its
impact on individuals and major approaches to speech-language
therapy interventions are summarised in the sections of the report
which follow.

5. EPIDEMIOLOGICAL INFORMATION
Some relevant considerations
• Is there agreement in the literature regarding issues such
as incidence, prevalence and age of onset?
• Are there relevant differences between genders,
ethnicities, ages or any other social or cultural groupings?
• Where is your data from? Is it NZ-based? Is it universally
applicable? If not, provide the given country.

6. EPIDEMIOLOGICAL INFORMATION:
EXAMPLE EXTRACT
A number of sources cite a prevalence rate for Syndrome A
of xx among North American children (Brown & Gill, 2003;
Marley, 2007), but no prevalence data is available for New
Zealand children (Broughton, 2011). The condition appears
slightly more often in boys than in girls (a ratio of X:Y) (Smith,
2005). Another identifiable risk factor is family background:
siblings of children with Syndrome A are three times more
likely to develop Syndrome A than children without this
family connection (Brown & Gill, 2003).

7. AETIOLOGY
Some relevant considerations
• Is there agreement in the literature about the cause(s) of the
disorder – e.g. genetic abnormalities, environmental factors,
traumatic events etc?
• What is the relationship between the different causal factors –
e.g. predisposition, co-occurrence, trigger etc?
• What are the neurological, physiological, anatomical features
underlying the disorder?
• Consider a logical way of organising the different causal
factors, so that it doesn’t end up as an undifferentiated ‘laundry
list’ of factors.

8. AETIOLOGY: EXAMPLE EXTRACT
There is no known cause of Syndrome A. However, several studies
have provided evidence of a hereditary genetic component in
Syndrome A (Dean, 2002; Xiang, 2005; Plowright, 2009), which
may predispose some individuals to develop the condition in a
number of specific contexts . Hays (2006) categorises these
contexts as birth-related (e.g. perinatal trauma), environmental
(e.g poor diet) and illness-related (e.g. rubella). In addition, a
number of studies have highlighted the co-occurrence of
Syndrome A with Condition B (Anderson, 2008; Palmer, 2010),
though it is unclear whether there is a common chromosomal
abnormality underlying both conditions, or whether it is more
logical to consider Syndrome A and Condition B as part of one
single disorder, as recently argued by Warrender (2012).

9. COMMUNICATION PROFILE
Some relevant considerations
• As in other sections, organise your information into logical
sub-sections. These will depend on the nature of the disorder
you’ve chosen – for some conditions, there’ll be more to say about
phonology; for others, the semantic area will predominate, while
for others there will be more to say about use.
• Consider the degree of impairment in different domains of
language and whether these affect receptive and expressive use of
language differently.
• Also consider whether the impacts of the condition vary in the
early, mid- and late stages – or in any other systematic way (for
instance, according to age).

10. INTRODUCTION: EXAMPLE
EXTRACT
Syntactic and morphological deficits are strong markers for
Syndrome A. Syntactic development may be delayed for
children with Syndrome A, resulting in reduced xx and
shorter yy (Sleziwicki, 2004). One recent study found that
seven year old children with Syndrome A were significantly
less able to interpret xx than typically-developing children –
and this impaired their ability to infer causation and
sequencing in texts (Redwood, 2011). At a morphological
level, children with Syndrome A have few problems
recognising xx receptively, but frequently omit them in
productive use, leading to a lack of precision in relation to xx
and yy (Sleziwicki, 2004).

11. IMPACT ON THE PERSON’S
FUNCTIONING
Some relevant considerations
• Which relevant activities (e.g. educational, professional,
social) are affected?
• To what degree is participation in these activities
affected?

12. IMPACT ON THE PERSON’S
FUNCTIONING: EXAMPLE
EXTRACT
Syndrome A has significant and long-lasting impacts on
children’s xx and yy. Children with Syndrome A have
difficulties with xx as a result of yy. Their reduced xx affects
these children’s performance in (and enjoyment of) yy
(Pearson and Gomez, 2008), while their difficulties with zz
affect the pace and clarity of their aa (Gomez, 2009). These
difficulties become particularly marked as they enter
secondary education as yy becomes increasingly critical to zz
(Briggs, 2010).

13. PROGNOSIS
Some relevant considerations
• Is this a degenerative disease?
• What is the likelihood of the improvement / stabilisation
in the condition?
• How will any changes impact their future in terms of
speech / language / communication?

14. PROGNOSIS: EXAMPLE EXTRACT
Syndrome A is a persistent disorder. Recent research has
shown that over 60% of children diagnosed with Syndrome A
between the ages of xx and yy continued to present with
Syndrome A at the age of 18 (Dickens, Noone, & Forsell,
2011). One indication of the persistent effects of the
condition is an English study which found that 76% of
adolescents with Syndrome A had been issued with a formal
statement of educational needs, entitling them to additional
learning support; what is more, their performance on
standardised assessments of reading and writing was
approximately half the national average for all students
(Atkinson, 2006).

15. SLT INTERVENTIONS
Some relevant considerations
• What general approaches to intervention are
appropriate?
• What particular issues (e.g. domains of communication,
aspects of functioning etc) are the focus of intervention?
• What strategies, activities, resources have been shown to
be effective?

16. SLT INTERVENTIONS: EXAMPLE
EXTRACT
SLT intervention for children with Syndrome A begins with an
assessment of the child’s xx. This consists of ……. (Wilkins,
2009). Because of xx, most speech-language therapists now
recommend a yy approach, which focuses on zz, rather than
the more traditional dd approach (Rayburn, 2008). A yy
approach incorporates ___ For instance, __. In a dd
approach, on the other hand, the therapist would __ (Halbin,
2006). While this dd approach may successfully improve an
individual’s __, its limited focus on __ means that __ (Alwyn,
2010).

17. CONCLUSION
Some relevant considerations
• As with the introduction, focus strongly on clarity and
conciseness.
• Aim to summarise the key facts about the condition, its
impacts and interventions in four or five sentences.

18. CONCLUSION: EXAMPLE EXTRACT
Syndrome A is the most prevalent xx in young adults. The
condition affects the individual’s …. and therefore impairs
their participation in …. While there is no cure, a number of
treatments and therapies are available which can alleviate
the symptoms and allow an individual to xx. Speech-
language interventions focus on bb and have been shown to
be effective in cc.

19. SLT WRITING TASK
Sadly, “the impact of xx is not limited to people’s
communicative abilities”. It can have a devastating impact on
their social lives, and personal relationships can fall apart;
according to (Brown, 2002, p. 231).
What’s wrong with example 1?

20. SLT WRITING TASK
Sadly, “the impact of xx is not limited to people’s
communicative abilities”. It can have a devastating impact on
their social lives, and personal relationships can fall apart;
according to (Brown, 2002, p. 231).
• Avoid emotional and slangy / vague language
• Only quote definitions

21. SLT WRITING TASK
A number of studies have found that the effects of Syndrome
A are not limited to communicative abilities, but impact
significantly on every area of people’s social life, and in
particular, their ability to maintain personal relationships
(Brown, 2002; Davies & Kennedy, 2004; Briggs, 2006).
Improved version

22. SLT WRITING TASK
Embolism happens when a bit of plaque gets broken off and
blocks an artery, this prohibits blood from flowing and it’s
one of the most common causes of strokes. (Twyford, 2006).
What’s wrong with example 2?

23. SLT WRITING TASK
Embolism happens when a bit of plaque gets broken off and
blocks an artery, this prohibits blood from flowing and it’s
one of the most common causes of strokes. (Twyford, 2006).
• Avoid sentence fragments and run-on sentences

24. SLT WRITING TASK
An embolism occurs when a detached fragment of plaque
blocks an artery, preventing blood from flowing through it.
Embolisms are one of the most common causes of strokes
(Twyford, 2006).
Improved version

25. SLT WRITING TASK
The good news is that more than 75% of stroke victims are
able to regain sufficient levels of cognitive and
communicative skills, many of them return to work or
resume studies again (Larby, P., Freeman, L., & Porter, B.D.,
2000).
What’s wrong with example 3?

26. SLT WRITING TASK
The good news is that more than 75% of stroke victims are
able to regain sufficient levels of cognitive and
communicative skills, many of them return to work or
resume studies again (Larby, P., Freeman, L., & Porter, B.D.,
2000).
• Aim for evidence-based writing

27. SLT WRITING TASK
More than 75% of people who have had strokes are able to
regain sufficient levels of cognitive and communicative skills
to return to work or resume studies (Larby, Freeman, &
Porter, 2000).
Improved version

28. SLT WRITING TASK
Sufferers of this condition may find it hard to communicate
or participate in social activities for quite a long period of
time (Ryan and Shaw, 2010).
What’s wrong with example 4?

29. SLT WRITING TASK
Sufferers of this condition may find it hard to communicate
or participate in social activities for quite a long period of
time (Ryan and Shaw, 2010).

30. SLT WRITING TASK
People with condition X may find it hard to communicate or
participate in social activities for periods ranging from one to
six months after onset (Ryan & Shaw, 2010).
Improved version
• Be as precise as you can

31. SLT WRITING TASK
Children with ASD generally find social situations harder than
normal children, that is why “Pragmatic skills are a focus of
SLT intervention” (Minnock, 2003, pg. 84).
What’s wrong with example 5?

32. SLT WRITING TASK
Children with ASD generally find social situations harder than
normal children, that is why “Pragmatic skills are a focus of
SLT intervention” (Minnock, 2003, pg. 84).

33. SLT WRITING TASK
Children with ASD generally find social situations harder than
typically-developing children, which is why SLT interventions
focus on helping them develop their pragmatic skills
(Minnock, 2003).
Improved version

34. SLT WRITING TASK
Also, “The presence of b-methyl-4-phenyl-7,2,4-
tetrahydropyridoxide at levels higher than 100 parts per
million has been associated with increased levels of
Syndrome in clinical trials” (Truss, Ward, Franks, Russell,
Harby, Reynolds, & Anderson, 2008, p. 28).
What’s wrong with example 6?

35. SLT WRITING TASK
Also, “The presence of b-methyl-4-phenyl-7,2,4-
tetrahydropyridoxide at levels higher than 100 parts per
million has been associated with increased levels of
Syndrome A in clinical trials” (Truss, Ward, Franks, Russell,
Harby, Reynolds, & Anderson, 2008, p. 28).
• Don’t paste in chunks of gobbledygook, with details
which, in the context of your report, are meaningless
and/or confusing

36. SLT WRITING TASK
Recent research has found an association between incidence
of Syndrome A and high levels of a specific neurotransmitter,
b-methyl-4-phenyl-7,2,4-tetrahydropyridoxide (Truss et al.,
2008).
Improved version

37. SLT WRITING TASK
There is no single cause of Syndrome A. Although genetic
predisposition and environmental factors have been
identified as attributing to their onset (Plaid et. al, 2004).
What’s wrong with example 7?

38. SLT WRITING TASK
There is no single cause of Syndrome A. Although genetic
predisposition and environmental factors have been
identified as attributing to their onset (Plaid et. al, 2004).
• Make sure you check usage of unfamiliar vocabulary in
a good dictionary – e.g.
http://www.macmillandictionary.com. Otherwise you
are asking for trouble (here, the student seems to be
confusing ‘attribute’ and ‘contribute)

39. SLT WRITING TASK
There is no single cause of Syndrome A, although genetic
predisposition and environmental factors have been
associated with its onset (Plaid et al., 2004).
Improved version

40. SLT WRITING TASK
Autistic children either repeat words immediately after they
hear it or repeat whole lines he or she heard before, known
as delayed echolalia (SpeechDisorders.com, 2003).
What’s wrong with example 8?

41. SLT WRITING TASK
Autistic children either repeat words immediately after they
hear it or repeat whole lines he or she heard before, known
as delayed echolalia (SpeechDisorders.com, 2003).
• Person-first language!
• Make sure the parts of your sentences match (‘he or
she’ can’t refer back to ‘children’ and ‘it’ can’t refer to
‘words’)

42. SLT WRITING TASK
Children with autism may either repeat words immediately
after they hear them or repeat whole lines they heard before
(a phenomenon known as delayed echolalia) (Speech
Disorders Association, 2003).
Improved version

43. SLT WRITING TASK
Finally, here’s an example in-text citation and end-of-text
reference for a YouTube Video – just in case you end up
using an online video sources. This example is based on
page 215of the APA Manual (6th ed.).
Smith, P. (2005, April 5). Living with aphasia. [Video file].
Retrieved from
http://www.youtube.com/watch?v=de03KHPNSEz
According to Smith (2005), three communication strategies
are particularly effective in this context ….